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Archive with last of tag-string Y5


3V1499.01 Use of speech generators by Peggy: no detail (3/82)


3V151001 Can’t read “book words”; can read “computer words”: no detail (3/12/82)



3V1521.01 KATE: verbal imitation as a “tickle me” command: no detail (3/23/82)



3V15??.01 Spontaneous observation that “recalling” has “recall” in it. (TI tape loading display): no detail

obviously uncertain dating here


3V1541.01 Using object impermanence: Miriam and Peggy going around me — hiding by my obstructing Katy’s line of sight — as a game all delighted in: THEME: the Permanent person precedes the permanent object;.no detail (4/12/82)

no more detail.


3V1543.01 Peggy is ready for liquid conservation test: pouring soda, she observed that her glass is taller than Robby’s; no detail (4/14/82)


3V1625.01 The Last Gasp…when leaving for Paris: 7/5/82


3V1772.02 The result of isolation (11/29/82)

text not available.


3V177303 At the Center (11/30/82)

Barbara Porter came yesterday with five kids (one mine) to the Center. Peggy brought Wendy with her and acted very friendly with her. Barbara brought sons Gregoire and Laurant and Gregoire’s friend Alden. The kids, of course, played differently. The three boys were aggressive and Laurant (older by a couple years that the 5’s understood what was happening. The others competed for the chance to muddle through the experience..

After showing Wendy her DRAW procedure on TI, at my suggestion, Peggy stepped back to let the others play. She drew on some computer paper. Wendy and Gregoire also did so eventually…..

We talked, among other things, about Peggy at school…. Barbara proposing we parents both come for an “observation — where we would go into the kitchen and peer out at the kids through a one way mirror. Then discuss whatever situation with the teacher, Los. Barbara also proposed Peggy should invite friends over to our house in the afternoon to play.


3V1774.04 Reading to Me (11/30/82)

Peggy read, i.e. interpreted the stories of, Richard Scary’s Funniest Story Book Ever. Two incidents stand out: first shows lack of cross-page & top-bottom order of story interpretation; second, the role of inferable cause in inducing such order. In the story about “Absent Minded Mr. Rabbit,” Peg did not notice the ordering of clothes removal on the second page. In her version, after getting stuck, Mr. Rabbit was squirted, jammed, pulled by a truck, then poked by a pole, (from the bottom to the top, no notice of which came first). On the contrary, in “Sergeant Murphy and the Banana Thief,” she first pointed out incidents sans order then (on p. 4) after first pointing out how bananas gorilla flipped the table in the air (at the bottom ) she then pointed out that he slipped on a banana peel in a picture above (this must be a memory from being read to).


3V1779.01 Summary from the Week (12/5/82)

Tuesday, with both Miriam and Peggy complaining of their schools, it struck me both would be happier at the Thomas Jefferson School AND if both went it would be possible for Peggy (as well as a novel opportunity for Miriam). After a call to Jean Jacques Greif (and William Wheeler the next day), I arranged for Peggy and me to visit on Thursday morning.

Peggy assumed this was “her new school” and with some timidity met other children and enjoyed doing so. Garance and Armandae (who speaks English) on the mezzanine; Carla, Jean (South African) and Benjamina (4 and a half) all spoke English and were very friendly. Peggy really seemed more nearly satisfiable there than at home.

When I left for work on Friday morning, Peggy was getting dressed and both she and Gretchen were going to visit the school that morning. THEY DIDN’T GO. Why not ? I’m not certain. Peggy probably is so jealous of Kate she figures she will miss out if she is not with her. Gretchen was sick and unwilling to force Peggy to go to school. I don’t know what to do at this point.

Peggy has tried to get me to read to her the last two nights. I did so Thursday but not Friday nor Saturday. I’m sick now myself and find my job worries and my financial anxieties make it hard for Peggy to compete.


3V1780.01 Peggy Paris 10 (12/6/82)

Three segments, first reading “Hop on Pop”; second on left and right; third on using phrases with CITY micro-world.

Lack of translation from text to speech & vice versa is deep: no 1-1 correspondence at verbal level; lack of letter-sound correspondence; left-right distinction is firm (now with the sign correct) – very nice example of left turn and right turn as “absolutes” ie. facing camera turn left = LT 90 (a la instruction) ; second left turn is LT 360 to face in same direction as original left turn, same for right turn.

CITY mild interest. She really wants to make shapes on her own -> interface for name accessible editing of shapes.


3V1784.01 Paris, Last Note (12/10/82)

I asked Peggy if she wanted to use the TI computer this morning, volunteering to set up whatever she wants. In a little while she asked if she could make a shape. I wrote for her what to key. She’s now working on a shape.

Last night I read to Peggy. The main idea I wanted to communicate is that words represent sounds and that reading is interpreting the words as sounds. I’ve decided to teach Peggy to read. My ideas on how to do that are unformed as yet. Last night, I asked what a word in our story meant, what sound it made (“pig” in lower case). Peg didn’t know. I told her. She recognized the sound and located the other instances in the text — her favorite story in Scary’s book of nursery tales (Five little Pigs – for which she knows the story line, dialogue, and toe-association game).


LC1bT02 Protocol 2

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RAL Discussion before Protocol 2

Protocol 2.1
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RAL 2-A1 Terminal Log

RAL 2-A2 Terminal Log with Notes

RAL 2-A3 Terminal Log


LC1bT06 Protocol 6

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LC1bT09 Protocol 9

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LC1bT11 Protocol 11

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LC1bT13 Protocol 13

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RAL protocol 13 Figure 1

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LC1bT15 Protocol 15

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Peggy Study, Panel P211

Themes: Organization, Number, Order, Objects
Source: (Lawler); date: late January 1982

Title: Peggy at Year Four
Text commentary:

P211A Shapes Families, 35mb

P211B Concrete Subtraction, 17mb

P211C Ordering by Size, 19mb

P211D Standard Objects, 31mb

P211E Discrete Quantities, 16mb

P211F Nesting Cup Uses, 20mb


Peggy Study, Panel P231

Themes: Introductory Talk, Reading and Word Questions, Word Concept Questions and Tests, Puzzle Assembly
Source: (Lawler); date: June, 1982

Title Peggy at 4;5, Our Last Video before Moving to France for Two Years
Text commentary: these clips focus on Peg’s knowledge of what words are; it is the last complete session before our move to Paris

P231A1 Introduction, Talking, 10mb

P231A2 Reading & Words, 25mb

P231A3 Word Concept Inquiry, 16mb

P231B1 Rob’s Example, 5mb

P231B2 Word List Tests, 19mb

P231B3 Sentence Tests, 29mb

P231B4 Final Test Items, 20mb

P231C Picture Puzzle Assembly, 22mb